Driver training

ABSTRACT

A driver training system for presenting a user of the system with simultaneous representation of a driving environment directed to four active visual zones comprising a driver&#39;s forward view, rear mirror view, and respective left and right side mirror views; for displaying a traffic hazard one of the four active visual zones; receiving an input from a user of the driving simulator identifying a location in one of the four active visual zones; determining if the location corresponds to the traffic hazard; and determining a response time between the display of the traffic hazard and the receipt of the input from the user.

CROSS-REFERENCE TO RELATED APPLICATIONS

This application is a continuation of and claims priority to U.S. patentapplication Ser. No. 15/298,101 titled “DRIVER TRAINING” and filed onOct. 19, 2016 which is a continuation-in-part of and claims priority toU.S. patent application Ser. No. 15/096,959 titled “DRIVER TRAINING” andfiled on Apr. 12, 2016, which claims priority to U.S. patent applicationSer. No. 13/286,210 filed Oct. 31, 2011, and entitled “SENIOR DRIVERTRAINING,” the disclosures of which are hereby incorporated herein byreference in their entirety.

BACKGROUND OF THE INVENTION Copyright Notice

A portion of the disclosure of this patent document contains materialwhich is subject to copyright protection. The copyright owner has noobjection to the facsimile reproduction by anyone of the patent documentor the patent disclosure, as it appears in the Patent and TrademarkOffice patent files and records, but otherwise reserves all othercopyright rights.

FIELD OF THE INVENTION

The present invention relates to systems and methods for assessing andtraining automobile drivers.

DESCRIPTION OF RELATED ART

Tens of thousands of people die on U.S. roadways each year. The vastmajority of fatal crashes can be tied to a human choice or error. TheNational Highway Traffic Safety Administration (NHTSA), AmericanAssociation of Motor Vehicle Administrators (AAMVA), automobilemanufactures, safety organizations and society in general are searchingfor technologies that will reduce the crash risk and improve quality oflife and mobility.

Various techniques, systems and methods are available for providingdriver education and training. Most driver training systems and methodsemploy actual, behind the wheel driver training as at least onecomponent. Such driver training may or may not be supplemented withclassroom instruction.

Also known are driving simulators in which images are displayed on adisplay device. In such simulators a steering wheel, brake andaccelerator are typically connected in a feedback loop and undercomputer control the image displayed varies as a function of thedriver's operation those components. Additional views, such as left sideviews, right side views and rear views may be provided within separatewindows on the display device, or using separate display devices forviews in addition to views simulating a forward view.

In United States Patent Application No. 20090181349, a driver trainingsystem is presented in the form of a computerized assessment system isdescribed for diagnosing driving skills in a driver of the class ofvehicle drivers having impaired abilities, such as a senior driver. Thesystem utilizes prerecorded audio/visual training sessions fordiagnosing the visual cognition, visual memory and visual recallabilities of a motor vehicle driver with interactive driving simulationspresented through four active visual zones, representing a forward view,a rear view mirror view and the view representing both side viewmirrors. That system was presented as providing a tool forrehabilitation of drivers having impaired abilities through visualcognition tests involves full motion driving simulations to assessvisual search skills. Visual memory and visual recall of the seniordriver are also assessed.

United States Patent Application No. 20100041001, discloses an attentiontraining system that is said to improve driving skills in oldercitizens, by addressing the conditions of divided attention related tothe Useful Field of View (UFOV). Reduced UFOV performance in olderadults is said to be associated with poorer driving performance and moreauto accidents. The positive consequences of the general UFOVtraining-induced performance improvement are said to include improvedhealth-related quality of life outcomes and improved ability to performactivities of daily living. Participants are required to select a targetimage from among numerous candidate images. If the participant correctlyselects the first target image, the participant is required to selectthe first peripheral location from the multiple peripheral locations.The presentation time is adaptively modified based on thecorrectness/incorrectness of the participant's selections. While theprocess is said to improve a participant's cognition, it does notpresent to the user an assessment that resembles a driving environment.

These and all other publications, patents and applications referencedbelow, are incorporated herein by reference in their entirety.Furthermore, where a definition or use of a term in a reference, whichis incorporated by reference herein, is inconsistent or contrary to thedefinition of that term provided herein, the definition of that termprovided herein applies and the definition of that term in the referencedoes not apply.

SUMMARY OF THE INVENTION

These and other features and advantages of this invention are describedin, or are apparent from, the following detailed description of variousexemplary embodiments of the apparatus and methods according to thisinvention.

A driver training system is disclosed that provides computerized meansfor presenting a user of the system with simultaneous images of adriving environment from four active visual zones comprising a driver'sforward view, rear mirror view, and respective left and right sidemirror views, where the forward view comprises a view comprising a viewfrom a camera depicting the view from the windshield combined with acamera depicting the view from the driver's window. The system furtheruses computerized means for tracking the driving environment foundwithin the two visual neutral zones comprising a driver's respectiveleft and right blind spots, and computerized means for presenting a userwith questions regarding events in the footage occurring within the fouractive visual zones and the two visual neutral zones. A database recordsresponses to the questions.

In a further embodiment, the invention provides a system where theforward view provides a view of at least about 130 degrees of thedriving environment within the driver's forward view.

In a further embodiment, the invention provides a system where theforward view further comprises a view depicting the view from thepassenger's window.

In a further embodiment, the invention provides a system where theforward view provides a view of at least about 175 degrees of thedriving environment within the driver's forward view.

In a further embodiment, the invention provides a system where thesimulated driving session includes at least one presentation requiringthe driver to act in response to a driving environment presenting aresponse required to a gap in the flow of traffic.

In a further embodiment, the invention provides a system where the timeof the response is recorded and calibrated to safe, risky and unsafescores.

In a further embodiment, the invention provides a system where the scoreof safe requires a simulated gap of four or more seconds for taking aleft turn driver action across traffic.

In a further embodiment, the invention provides a system where the scoreof unsafe involves a simulated gap of less than three seconds for takinga left turn driver action.

In a further embodiment, the invention provides a system where the scoreof risky involves a simulated gap of between three and four seconds fortaking a left turn driver action.

In a further embodiment, the invention provides a system where the flowof traffic comprises is that presented by a traffic circle environment.

In a further embodiment, the invention provides a system where the flowof traffic is that presented by a left turn into oncoming traffic.

In a further embodiment, the invention provides a system where the flowof traffic is that presented by a T-stop environment.

In a further embodiment, the invention provides a system where the flowof traffic is that presented by a merge onto a freeway.

In a further embodiment, the invention provides a system where the flowof traffic is that presented by a merge into an adjacent lane oftraffic.

In a further embodiment, the invention provides a system where theforward view comprises a pannable view.

In a further embodiment, the invention provides a system where thepannable view may be manipulated by the user by means of a graphicaluser interface.

In a further embodiment, the invention provides a system where thegraphical user interface shifts the pannable view left and right inresponse to the user's head motion.

In a further embodiment, the invention provides a system where the viewpans automatically.

In a further embodiment, the invention provides a system where thedriving environment presentation is variable in complexity.

In a further embodiment, the invention provides a system where thecomplexity varies depending on traffic density.

In a further embodiment, the invention provides a system where thecomplexity varies depending on traffic speed.

The invention also provides a driver training system comprisingcomputerized means for providing a user of the system with apresentation of a driving environment recorded from cameras directed tofour active visual zones comprising a driver's forward view, rear mirrorview, and respective left and right side mirror views; computerizedmeans for tracking activity within the four active visual zones andwithin two inactive zones representing respective driver blind spots;and computerized means for digitally assessing driver actions inresponse to simulated driving situations presented by the presentation;where the simulated driving situations requires the user to account forat least three targets within the four active visual zones and the twoinactive zones.

In one embodiment, the up to fifteen targets are presented in anexercise presenting a series of gaps in traffic.

In a further embodiment, the invention provides a system where thecomputerized means assess the time of response for the driver actions.

In a further embodiment, the invention provides a system where thecomputerized means assess the accuracy of response for the driveractions.

In a further embodiment, the invention provides a system where thesituation includes at least one presentation requiring the driver toidentify a traffic hazard.

In a further embodiment, the invention provides a system where thesituation involves the driver taking an action to identify an object ofinterest or potential hazard.

In a further embodiment, the invention provides a system where theobject of interest or hazard is a traffic signal.

In a further embodiment, the invention provides a system where theobject of interest or hazard is a pedestrian.

In a further embodiment, the invention provides a system where theobject of interest or hazard is a vehicle.

These and other features and advantages of this invention are describedin, or are apparent from, the following detailed description of variousexemplary embodiments of the apparatus and methods according to thisinvention.

BRIEF DESCRIPTION OF THE DRAWINGS

A more complete understanding of the present invention and the attendantfeatures and advantages thereof may be had by reference to the followingdetailed description when considered in conjunction with theaccompanying drawings wherein:

FIG. 1 is a diagram setting forth the components of a prior system forpresenting four visual zones to a driver in a simulated driverassessment.

FIG. 2 is a diagram setting forth the extended components of the presentsystem when using a two-camera stitch.

FIG. 3 shows a screen shot taken from a presentation made to the driverthat is from a recorded driving situation, providing a 175 degreepannable field of view.

FIG. 4 is a screen shot showing a graphical demonstration of the safesix second gap required while addressing a left hand turn at a Tintersection.

FIG. 5 shows a screen shot similar to that depicted in FIG. 3, providinga 175 degree pannable field of view, where the driving situation isassociated with a safe opportunity for turning.

FIG. 6 is a screen shot taken from a presentation made to the driverthat is from a recorded driving situation, showing a safe action.

FIG. 7 is a screen shot taken from the same presentation as FIG. 4, onlyshowing the result as a risky action.

FIG. 8 is a screen shot taken from a round-about, only showing theresult of an unsafe action.

FIG. 9 is a screen shot taken from the same presentation as FIG. 4, as amissed opportunity.

FIG. 10 is a similar presentation as shown in FIG. 4, only with thedriving situation recorded from a roundabout, showing a risky action.

FIG. 11 is from the same presentation as shown in FIG. 8, only showingan unsafe action.

FIG. 12 is from a driving situation depicted in presentation forimproving the skill of hazard detection.

FIG. 13 shows a screen shot where the program presents a drivingsituation asking for a one object recall

FIG. 14 is a driving situation calling for a two object recall

FIG. 15 is a driving situation calling for a three object recall

FIG. 16 is a screen shot of a module used to explain principles of safe,unsafe, and risky decisions at traffic lights according to oneembodiment.

FIG. 17 is a screen shot of the driving environment presented to adriver attempting to make a left turn at a residential intersectionaccording to one embodiment.

FIG. 18 is a screen shot of the driving environment presented to adriver attempting to make a left turn at a commercial intersectionaccording to one embodiment.

DETAILED DESCRIPTION OF THE INVENTION

The present invention provides a system and method for providing drivertraining and education.

Tens of thousands of people die on U.S. roadways each year. The vastmajority of fatal crashes can be tied to a human choice or error. TheNational Highway Traffic Safety Administration (NHTSA), AmericanAssociation of Motor Vehicle Administrators (AAMVA), automobilemanufactures, safety organizations and society in general are searchingfor technologies that will reduce the crash risk and improve quality oflife and mobility.

To achieve this, one embodiment uses seamless 360 degree cameras thatcapture the driving environment from the drivers' perspective. Theaccompanying psychometrics collect detailed “granular” data of thedrivers' crash avoidance skills and performance including; visualcognition and memory, (Rapid Search™) hazard detection, risk perception,determining safe gaps in traffic when turning, navigating intersectionsor entering the road, following distance, escape route identification.Data from on board vehicle control systems or in-vehicle monitoringsystems like “telematics” are shared with auto manufactures, insurancecompanies and other organizations to improve the crash reductioneffectiveness of our training systems, and underwriting results, anddriver use of Highly Automated Vehicle (HAV) technologies.

Based on studies, critical psychomotor, cognitive and sensory andperceptual content was identified as necessary for a program to provideeffective behavioral intervention.

Driver Training

The present system utilizes the ability to present a more realisticdriving presentation to the user to specifically train and assess thedriver's abilities in concrete ways. The present systems and methodsengage the learner in a fashion designed to maximize learning efficiencyand increase driver retention of the learning's. The learning's arereinforced to impact behavioral change and habit formation in thedriver.

In addition to the literature, driver focus groups were employed toevaluate and fine tune the instructional technology, computerfunctionality, key board and mouse functionality, etc., of the system.Two prototypes were built and tested and modified before final versionpsychometrics were initiated, during which period many enhancements weremade.

The system employs a new video capture technology of the drivingenvironment, using high definition for clarity and contrast sensitivityassessments, as well as added response time assessments capable ofmeasurements up to 1/30 of a second. The video capture technique uses upto three cameras to capture a front driver view with a nearly 180 degreefield of vision. FIG. 1 is a diagram showing the components of a priorsystem that presented four visual zones to a driver in a simulateddriver assessment. FIG. 2 shows the extended components of the presentsystem based on technology that allows for seamless stitching ofmultiple camera images recorded from a front camera and side camerasdirected to capture the driver and passenger window views. As depictedin FIG. 2, this provides an approximately 120 degree full motioncombination front view, though adjustments to the cameras can be made toprovide greater or lesser angled views, as deemed necessary for theexercise. Views approaching 180 degrees are about as great as arepractically necessary for most simulations. FIG. 3 shows a screen shottaken from a presentation made to the driver that is from a recordeddriving situation, providing a 175 degree pannable field of view.

The expanded field of view is necessary to present certain drivingsituations that are particularly important to training and assessment.The new techniques integrate high definition 6 camera images andcompression, with three cameras stitching into a pannable front view,along with cameras for the two side mirrors and rear view mirror.Designing a graphic user interface that allow for the 6 camerafunctionality, in some ways similar to I-max surround video, allows apsychometric assessment of gap analysis, visual cognition and hazarddetection/divided attention in driver education.

The resulting systems is able to record simultaneous footage of adriving environment from cameras directed to four active visual zonescomprising a driver's forward view, rear mirror view, and respectiveleft and right side mirror views, but where the forward view comprises acomposite expanded view. The expanded view is developed from a cameradepicting the view from the windshield combined with a camera depictingthe view from the driver's window. In this expanded view, driving eventscan be evaluated and assessed that are not presentable from a recordingfrom a single forward facing camera.

The system uses computerized means for tracking the driving environmentfound within the two visual neutral zones comprising a driver'srespective left and right blind spots, and computerized means forpresenting a user with situations from simulated driving environments.

The driver is finally presented with questions regarding events in thefootage occurring within the four active visual zones and the two visualneutral zones. A database records responses, and response times, to thequestions.

In every simulation, a driving simulation is played and then flashed toa graphic six zone screen that covers the driving scene.

Where the method also assesses hazard detection skills of the drivers,the simulated driving situation requires the user to account for atleast three targets simultaneously for visual cognition and memorytests, although this may be adapted for different users and drivingenvironments. One to three may be appropriate for some users for freezeframe visual cognition and memory tests within the four active visualzones and the two inactive zones. The test taker is presented a fullmotion driving scenario and clicks on to hazards as they appear duringthe driving scene. Typically, the test taker will have to respond in atimely manner to get credit on hazard identification. This test measureresponse times of the test taker as part of the assessment, measureddigitally and timed by the system apparatus. Reaction times aresomething particularly critical to assessing the abilities of drivers tothe simulated driving situations.

One to as many as twenty hazards may be presented, however, whenassessing gap analysis against cross traffic or merging into flows oftraffic.

For the driver, presenting a plurality of hazards is important, as thediminishment of the cognitive abilities of cognition, visual awarenessand spatial memory are all utilized in tracking multiple objects andevents in the driving environment, such as vehicles, pedestrians andtraffic signals.

The system employs and utilizes various computerized means forpresenting and recording the resulting actions of the driver. The systemwill include a computer program to present the at least one prerecordedaudio/visual training session, with recording means for diagnosing thevisual cognition, visual memory and visual recall abilities of a driver.

The four active visual zones will typically be presented to the driverby the use of computerized means for digitally assessing driver actionsin response to simulated driving situations presented by the interactivedriving simulations. Response times, accuracy, and the number of missedopportunities are all assessed and recorded.

A driving scene is typically presented showing the four fields in asplit screen system on a computer screen, which is then stopped beforeswitching to a zone graphic with a question. The visible zones in thefour camera field of view include the expanded forward zone, whichincludes everything visible through a windshield in driving, andoccupies the full computer screen except the spaces reserved for thethree small rectangular shaped images that appear to have a chromeborder.

A left side mirror zone is provided in a chrome framed rectangular imagein the lower left hand corner of the screen. The right side mirror zoneis a chrome-framed rectangular image in the lower right hand corner. Arear mirror zone is shown as a chrome framed rectangle in the uppercenter of the screen. Each mirror zone depicts its own scenesimultaneously with the main screen windshield view.

The right blind spot zone is everything to the right of the car thatcannot be seen in the front view, rear view or right side mirror zones.The left blind spot represents the zone to the left of the car thatcannot be seen in the front view, rear view or left side mirror zones.

Objects are constantly moving in and out of these blind spots during thefull motion video scenarios, just as in real world driving. Thepresentation of real world transitions among and between visible andblind spot zones permits a series of questions to be asked of thesimulation driver. The driver at all times is expected to track and toknow what is in the blind spots, and what is not there.

For example, if asked “Where is the white pickup truck now?” and thetruck was slowly passing on the right and had just disappeared from theright rear mirror, the driver would respond; “in the right blind spotzone”, even though the truck is not presently visible on the computerscreen. Another possibility would be to ask the test taker “where isyour escape path now?” If there had been no cars drifting in or out ofthe blind spot or right rear view mirror or ahead and immediately to theright then the driver could assume the right blind spot zone was clearand would most likely make for good escape path if needed at the moment.

The system may also be designed to assess the abilities of the driverrelating to lateral search, risk perception, speed adjustment, spacemanagement, and hazard recognition.

As another feature of the method and system of driver assessment is thecreation of a database that records driver actions. This database isused in developing a diagnostic assessment of the visual cognition,visual memory and visual recall abilities of the driver. Preferably, thesystem employs unobtrusive psychodiagnostic methods in the diagnosticassessment as part of the measurements taken of driver reactions andresponse times. Features built into the software make calculations thatmeasure ability, progress and improvement, as well as allow for adaptivelearning and artificial intelligence to occur.

Another computer program is employed that is capable of developing adiagnostic assessment of the visual cognition, visual memory and visualrecall abilities of the driver based on the recorded driver actions.

The use of digital frame based technology allows precise timing and veryaccurate comparisons of reactions that are made by the driver to thesimulations presented by the system, and digital frame based technologyis preferred for use with the system. Current digital camera and digitalmotion technologies are capable capturing a minimum of 720 by 485 pixelsof data per frame, and at 30 frames per second. Alternatively, moretraditional streaming video can be used with the system.

Different environments and assessments are used to address the commonissues seniors have in the timing of traffic actions, such as incrossing oncoming traffic, and merging. In this context the expandedforward camera is particularly important, as many of the situations thatare most problematic to seniors are those that involve the timing ofgaps in oncoming traffic. Many of these “gap analysis” situations occurwith traffic passing toward and past the driver car from various angles.A panning option, or even auto panning functionality, is critical forsuch an evaluation. Presentations are shot in urban, suburban, ruraldriving environments, and are captured in varying lighting conditions,including, glaring, normal, dusk, shadowy, bright clear, rainy,diminished contrast sensitivity, enhanced contrast sensitivity, etc.

In the training system, the panning functionality is also linked tounique and proprietary computer software that measures real timeresponses and provides instant feedback to the user. This allows datatracking and reporting software to capture and report performance aswell as competency for certification, for instance, to an insurancediscount program.

In some cases the pannable view may be manipulated by the user by meansof a graphical user interface, for instance, to shift a view left andright in response to the user's head motion. Alternatively, in othercases the view may be panned automatically for the driver.

FIGS. 4 through 8 demonstrate an aspect of the new style of presentationadapted to teach a driver about safe turns while addressing a left handturn across oncoming traffic at an uncontrolled intersection. FIG. 4 isa screen shot taken from an audio visual module that is used todemonstrate visually the six second gap that is required for safelymaking a left hand turn at a T intersection.

FIG. 5 shows a screen shot similar to that depicted in FIG. 3, providinga 175 degree pannable field of view, but in the example provided in FIG.5, the driving situation is associated with an opportunity for turningat a T-type intersection that would be deemed safe. Within the field ofview such as provided in FIG. 5, there is an opportunity to pan back andforth, to allow the driver to assess the entire driving environment forsafe opportunities for turning.

FIGS. 6 and 7 demonstrate the pannable views available to the driver.FIGS. 6 and 7 are screen shots taken from a different unregulatedturning situation than that in FIG. 5, and show how the presentation maybe made to the driver from a recorded actual driving situation. FIGS. 6through 7 are used in teaching the driver to accurately assess the gapsin both left and right hand oncoming traffic. The driver is presentedwith a pannable view of the entire intersection with traffic flowingfrom both the left and right directions. Gaps in the traffic arepresented, and the driver must select the correct opportunities formaking the left hand turn.

In assessing the results of gap analysis simulation, the time of theresponse is recorded and calibrated to safe, risky and unsafe scores.FIGS. 6 and 7, respectively, show screen shots demonstrating theseresults. For seniors, it has been determined that a score of saferequires a simulated gap of four or more seconds for taking a driveraction into oncoming gaps, while a score of unsafe involves a simulatedgap of less than three seconds for taking the same driver action. Arisky score is assessed to an action taken through a simulated gap ofbetween three and four seconds. The gap requirements for taking actionto merge into traffic, such as a right hand turns, roundabouts, etc., issix or more seconds for taking a driver action into oncoming gaps, whilea score of unsafe involves a simulated gap of less than five seconds fortaking the same merging action.

The results are shown to the student, as seen in the margins of thescreen shot, with scores of safe, unsafe, risky and missed allcommunicated immediately to the student. The system thus combines thestudent with actual driving situations and follows up with immediatefeedback to the student regarding the appropriateness of the actiontaken.

In FIG. 6, the results are shown where the driver has made a correctdetermination, as the truck depicted in the figure has already passedthe intersection from the right. FIG. 7 is the example of a risky turn,where the arrow to the left highlights the oncoming truck from the leftthat will enter the intersection in less than 4 seconds.

The driving environment presentations can be varied in complexity, suchas for the traffic speed and density. The complexity may be variedwithin a session, or a driver may be advanced from sessions of lowercomplexity to session of higher complexity.

FIG. 8 is a screen shot from a roundabout situation, which presents aparticularly complex driving environment to navigate. As was the casefor the uncontrolled intersection presentation, the result is shown interms of the simulated action being unsafe, safe or risky actions, orthe student having missed the merging opportunity. FIG. 8 demonstratesan unsafe action, as the roundabout has traffic entering from the left.

Other simulated driving environments of particular concern to driverinteracting with autonomous or semi-autonomous vehicles are similarlypresented. For instance, a common gap analysis issue is negotiating thegap in traffic viewed while addressing a left hand turn across oncomingtraffic at an intersection controlled by a stop light. For this purposea modified version of the system can be employed with a reduced frontview that only includes a forward camera recording stitched to a viewrecorded from a driver's side window, since only oncoming traffic fromthe left is at issue. In such a case, the forward view provides a viewof about 130 degrees of the driving environment within the driver'sforward and left view. FIG. 9 shows such a view, where the driver hasmissed a safe opportunity to enter the intersection and complete aleft-hand turn.

FIG. 10 is another view of the roundabout situation depicted in FIG. 8,only in this situation, the decision to enter is deemed risky, with thearrow used to identify the problematic car circling through theroundabout from the driver's left.

A great variety of driving situations can be provided to the driver,which varies in traffic speeds, densities, lighting, etc. FIG. 11 is aroundabout presentation that differs from that shown in FIG. 10, takenat a larger roundabout with faster speeds and more traffic than what isfound in the circle in FIG. 10, and presenting a different level ofchallenge to the driver.

FIG. 12 is an example of a challenging driving environment that includespedestrian and bicycle traffic at an intersection. A merge into anadjacent lane of traffic, or even onto the freeway, can be presentedsimilarly to the other presentations. FIG. 13 provides an example of theuse of the system as being particularly adapted in providing the studentwith an exercise in hazard detection. The screen show is taken from apresentation where driving hazards are tracked in a normal traffic flow.A truck hazard is identified in the shot shown in FIG. 13, with thearrow in the field showing the truck in the driver's rearview mirror.FIG. 14 is the same as FIG. 13, only identifying two hazards for thedriver. In these types of simulations, the driver is expected to trackand be able to locate the position of objects and hazards that arewithin the depicted driving environment.

As show in FIG. 15, the hazard detection can be fairly sophisticated,and can be linked both to a general safe driving environment exercise,or in locating objects that are relevant to the decision to make a lanechange. As seen in FIG. 15, the driver has correctly identified threeobjects in the driving environment (identified in the figure witharrows), which are also relevant to a decision to safely make a lanechange of not.

FIGS. 16 through 18 show the applications of the system to the mostdifficult and dangerous of the driving situation faced by seniors, theleft hand turn at a stop light across oncoming traffic. FIG. 16 is amodule that is used to explain the principles of safe, unsafe and riskydecisions at traffic lights.

In FIG. 17, the driving environment presented to the driver is a lefthand turn at a traffic light in a residential area. In the environmenttwo cars are passing through the intersection, with a gap followingthese two cars of some distance. The driver would have to make adecision to advance or not through the intersection at the coming gap.If the gap is less than 4 seconds, then the opportunity is consideredrisky. Even a safe gap can be deemed risky, if the driver hesitates inentering the intersection for a sufficient time to convert the safedistance to something less at the time of the decision.

FIG. 18 presents the left turn at a stop light environment at acommercial intersection, a generally busier and more challengingenvironment to test the driver. In FIG. 18, the arrow is shownidentifying an additional hazard, namely, a pedestrian shopper crossingthe intersection to the left.

Based on the responses to the training sessions, a training module ofindividualized and prescriptive instruction is developed for aparticular driver, based on the diagnostic assessment and comprising atleast one training lesson. Lessons presented to individual drivers aredesigned to aid that particular driver in the strengthening ofparticular driver skills or, in some cases, the development compensatingabilities for the deficiencies noted in the assessment. The trainingsessions may include computer based training to supplement thedevelopment of skills in the areas of visual cognition, visual memoryand visual recall.

As one part of the prescriptive instruction, the driver may be asked torepeat the initial training session, in order to assess rehabilitationof the driver's visual cognition, visual memory and visual recallabilities.

Information regarding successful completion of the training module canbe provided to a designated third party, as evidence of therehabilitation of the drivers skills. In one such aspect of thisembodiment, a third party is selected from the group consisting of aninsurance agency, a state motor vehicle agency, a police department, anautomotive association and a rehabilitation center. In a furtherpreferred embodiment, the third party is, for instance, an insurancecompany or agency that authorizes a discounted insurance rate for thedriver in response to the evidence of rehabilitation.

In one application of the system, the information from the assessment isdirected to the driver's insurance company. In the latter regard, acertification program demonstrating the completion by the driver of thetailored training regimen can be used to provide information on thesuccessful education of the impaired driver, with training of ways tocompensate and drive safely in spite of certain impairments associatedwith aging.

Thus, even where a driver has failed to recognize his or her ownabilities, or where the fear of giving up driving altogether makes theresistant to assessment in another setting, the system provides a safeand friendly assessment with the option of a training system to advancethe driving abilities. Because the system offers diagnostic andspecialized training, it is possible to offer the driver an option tobecome trained and more proficient, in compensating for the impairmentsof aging, and not necessarily have to fear a permanent loss of drivingability and subsequent dependence on others for the necessities of life,or loss of social and leisure activities

The system is also suitable for the many drivers that may wish tomonitor themselves and gradually limit or stop driving as they feelcertain driving situations have become safe. With computer basedtraining (CBT) the assessment and training can be conducted on site,such as at a state motor vehicle department facility or physician'soffice, or the like, or accessed through the internet for home-basedtraining. With home based training, interactive systems can be installedto monitor progress and report diagnostic test results to insuranceagencies, motor vehicle departments, or other interested parties. Withrepeated tests, the improvement in driving abilities, or continueddecline, can be monitored over time, so that both the extent of, andtrend in, the impairment can be continuously assessed, and remedialactions taken as appropriate.

With the assessment and training method described herein, the questionof whether and to what extent an impaired driver may be required give upthe driving privilege can be answered privately, or only between thedriver and limited family members or third parties of the seniorschoosing.

Additionally, the system provides the opportunity for a training regimentailored to the particular needs of a driver, and thus holds out thepromise of eventual improvement and certification of safe drivingskills. As one example, the National Highway Traffic SafetyAdministration suggests various ways that seniors can adapt to theirchanging abilities. If drivers often seem to suddenly stop in front ofthe senior, they are advised to pay extra attention to vehicles in frontand maintain a safe distance between cars: one car length for every 10miles per hour. If other drivers seem to be going especially fast to thesenior, use the speed limit as a guide. The driver is urged to not feelpressured to drive unnecessarily fast, but to recognize that going tooslowly can be just as dangerous. They are also urged to stay in theright-hand lane where they can.

As another example, they may be urged to stay in the middle lane whensafe and in the right-hand lane when exiting freeways or turning rightwhen they can.

If sharp turns are difficult for the driver to make, a recommendation istypically made to go as slowly as is needed and stay in the lane, usingthe signal and being sure it is off after completing the turn.

If highway driving gives the driver more trouble than he or she is usedto, the driver is asked to remember to stay in the lane that's goingclosest to their own speed, and keep up with the rest of traffic as bestthey can. Avoiding traveling during rush hour is also recommended, aswell as avoiding night time driving and bad weather conditions. Otherrecommendations include reducing distance traveled, and even makingthree right turns instead of turning left, if needed.

Aspects of the present invention may be implemented using hardware,software, firmware, or a combination thereof and may be implemented inone or more computer systems or other processing systems.

While this invention has been described in conjunction with the specificembodiments outlined above, it is evident that many alternatives,modifications and variations will be apparent to those skilled in theart. Accordingly, the preferred embodiments of the invention, as setforth above, are intended to be illustrative, not limiting. Variouschanges may be made without departing from the spirit and scope of thisinvention.

The invention claimed is:
 1. A driving simulator for assessing andimproving driving skills comprising: a computerized audio/visual deviceprogrammed to: display an interactive driving simulation presentedthrough four active visual zones from a driver's-seat perspectivecomprising (1) a driver's forward view, (2) a rear mirror view, (3) aleft side mirror view, and (4) a right side mirror view, wherein thedriver's forward view includes a combined representation of a driver'sside window view, a windshield view, and a passenger's window view, andwherein the rear mirror view, left side mirror view, and right sidemirror view each simultaneously depict a scene occurring simultaneouslywith the driver's forward view; display a traffic hazard one of the fouractive visual zones; receive an input from a user of the drivingsimulator identifying a location in one of the four active visual zones;determine if the location corresponds to the traffic hazard; anddetermine a response time between the display of the traffic hazard andthe receipt of the input from the user.
 2. The driving simulator ofclaim 0 wherein the computerized audio/visual device is programmed to:record the response time; create a database for storing the responsetime; and analyze the response time to develop a diagnostic assessmentof impairments in visual cognition, visual memory, or visual recallabilities.
 3. The driving-simulator of claim 0 wherein the interactivedriving simulation is presented using digital frame based technology. 4.The driving-simulator of claim 0 wherein the forward view provides aview of at least about 180 degrees.
 5. The driving-simulator of claim 0wherein the computerized audio/visual device is programmed to assessvisual search skills, visual memory, and visual recall.
 6. Acomputerized audio/visual driving simulator method for assessing andimproving driving skills comprising: displaying an interactive drivingsimulation presented through four active visual zones from adriver's-seat perspective comprising (1) a driver's forward view, (2) arear mirror view, (3) a left side mirror view, and (4) a right sidemirror view, wherein the driver's forward view includes a combinedrepresentation of a driver's side window view, a windshield view, and apassenger's window view, and wherein the rear mirror view, left sidemirror view, and right side mirror view each simultaneously depict ascene occurring simultaneously with the driver's forward view;displaying a traffic hazard one of the four active visual zones;receiving an input from a user of the driving simulator identifying alocation in one of the four active visual zones; determining if thelocation corresponds to the traffic hazard; and determining a responsetime between the display of the traffic hazard and the receipt of theinput from the user.
 7. The method of claim Error! Reference source notfound. further comprising the steps of: recording the response time;creating a database for storing the response time; storing the responsetime; and analyzing the response time to develop a diagnostic assessmentof impairments in the visual cognition, visual memory, and/or visualrecall abilities.
 8. The method of claim Error! Reference source notfound. wherein the interactive driving simulation is presented usingdigital frame based technology.
 9. The method of claim Error! Referencesource not found. comprising assessing visual search skills, visualmemory, and visual recall using the response and response time.
 10. Themethod of claim Error! Reference source not found. wherein the forwardview provides a view of at least about 180 degrees.
 11. Acomputer-implemented method for assessing and improving driving skillsof a driver comprising: displaying an interactive driving simulationpresented through four active visual zones from a driver's-seatperspective comprising (1) a driver's forward view, (2) a rear mirrorview, (3) a left side mirror view, and (4) a right side mirror view,wherein the driver's forward view includes a combined representation ofa driver's side window view, a windshield view, and a passenger's windowview, and wherein the rear mirror view, left side mirror view, and rightside mirror view each simultaneously depict a scene occurringsimultaneously with the driver's forward view; displaying a traffichazard one of the four active visual zones; receiving an input from auser of the driving simulator identifying a location in one of the fouractive visual zones; determining if the location corresponds to thetraffic hazard; and determining a response time between the display ofthe traffic hazard and the receipt of the input from the user.
 12. Themethod of claim 11 further comprising: recording whether the driver'sidentification was correct and the driver's response time; creating adatabase for storing whether the driver's identification was correct andthe driver's response time; storing whether the driver's identificationwas correct and the driver's response time; and analyzing whether thedriver's identification was correct and the driver's response time todevelop a diagnostic assessment of impairments in the visual cognition,visual memory, and visual recall abilities of the driver.